语音辨析训练对方言儿童语音意识和阅读能力发展的作用  

The Effect of Phonological Discrimination Training on the Development of Phonological Awareness and Reading Ability in Children with Dialect Experience

作　　者：李荣宝[1] 张家秀[1] 李艳铃[1] 陈素梅[1] 

机构地区：[1]福建师范大学,福州350007

出　　处：《心理科学》2008年第2期369-374,共6页Journal of Psychological Science

基　　金：国家社会科学基金项目(项目编号:03BYY006);教育部人文社科项目(项目编号:03JD740004);福建省社科"十五"规划项目(项目编号:SK10-079)的共同资助

摘　　要：本研究通过汉语拼音和128个汉字的特别语音辨析或常规教学对40名普通话儿童和40名福州话-普通话双语儿童进行了声母、韵母和声调方面的训练并且观测其对词汇阅读能力的影响。两类被试各分为两组,每组20人,一组接受特别训练,另一组接受常规教学式训练,为期24天,每天30分钟。结果显示,两种不同训练对两类被试产生不同效应:两种不同训练对普通话被试没有显著的效果差异,而对方言被试却有显著差异。特别训练对方言被试的语音意识和词汇阅读水平有显著的促进作用,常规训练没有这种促进作用。文章对这种训练效应产生的机制进行了讨论。A training of 40 putonghua monolinguals and 40 Fuzhou dialect-putongkua bilinguals in initial consonant, vowel and tone awareness was conducted with the manipulation of Chinese pinyin and 128 characters in two different modes-special discriminative comparison of phonemes or ordinary instructions. Its facilitation to the development of reading ability was observed, each of the two types of subjects was divided into two groups of equal number. One group had special training and the other had ordinary instruction of 30 minutes a day for a total of 24 days. The result suggested that two kinds of training had different effects on the two types of subjects. The special training had significantly greater facilitation to the development of phonological awareness and reading ability than ordinary instruction for bilingual subjects, but the two kinds of training had no significantly different effect on monolingual subjects. The mechanism of the effects of training was discussed.

关 键 词：语音训练 语音意识 阅读能力 

分 类 号：B842.3[哲学宗教—基础心理学]